“…At a basic level, as Hogrebe and Tate (2012), Lubienski and Lee (2017), and others have argued, integrating geospatial tools and perspectives into education research can illuminate the central role of context in shaping the perceptions and realities of justice-and injustice-in education. Studies reviewed for this chapter used spatial data collection and analysis tools to illustrate the inequitable distribution of opportunity across local contexts, such as the spatial location of schools (LaFleur, 2016;Lubienski et al, 2009;Smrekar & Honey, 2015), the distribution of learning opportunities across the P-20 education system (Erbstein, 2015;Hogrebe & Tate, 2017Rodríguez et al, 2016;Turley, 2009), or the distribution of education resources (B. D. Jones et al, 2015); geospatial tools and perspectives can help visualize patterns of inequality across geographic locations. Furthermore, as we discuss in detail below, place inquiry in education research has the potential to reveal counternarratives of place and how systems of power function in places.…”